本文選題：導(dǎo)學(xué)案　切入點：初中數(shù)學(xué)　出處：《曲阜師范大學(xué)》2015年碩士論文

【摘要】：美國教學(xué)家杜威提出“學(xué)生、活動、經(jīng)驗”為中心的現(xiàn)代教育理念取代以赫爾巴特為代表主張的“課堂、教師、課本”為中心的傳統(tǒng)理論后,現(xiàn)代教育觀在教育界開始走向歷史的舞臺,“以學(xué)生為中心”的學(xué)習(xí)觀成為時代主流。在我國,隨著新課程改革的推進,各地學(xué)校紛紛對傳統(tǒng)教學(xué)進行課程教學(xué)改革。其中成功的范例為山東杜郎口中學(xué)的“三三六”教學(xué)模式、洋思中學(xué)“先學(xué)后教,以學(xué)定教”教學(xué)模式、兗州一中“循環(huán)大課堂”教學(xué)模式等。它們都以導(dǎo)學(xué)案作為教學(xué)活動的載體,改變“以教師為中心”的傳統(tǒng)教育觀為“以學(xué)生為中心”的現(xiàn)代教育觀,確保學(xué)生的主體地位,目的是提高課堂教學(xué)效率,發(fā)展學(xué)生自主學(xué)習(xí)能力。本研究主要采用了文獻研究法、問卷調(diào)查法、訪談法、內(nèi)容分析法。通過對應(yīng)用導(dǎo)學(xué)案的初中學(xué)校進行調(diào)查與訪談,對導(dǎo)學(xué)案的內(nèi)容進行分析,筆者得出導(dǎo)學(xué)案在初中數(shù)學(xué)教學(xué)中的應(yīng)用狀況如下:在導(dǎo)學(xué)案認識方面:大多數(shù)學(xué)生對導(dǎo)學(xué)案有正確客觀的評價,但也有部分同學(xué)認為導(dǎo)學(xué)案是練習(xí)冊、作業(yè)的替代品。少部分學(xué)生喜歡使用導(dǎo)學(xué)案,但大部分學(xué)生既不喜歡也不討厭使用。在編制與設(shè)計方面:導(dǎo)學(xué)案都由教師編制,幾乎所有學(xué)生都未參與導(dǎo)學(xué)案的編制。大部分導(dǎo)學(xué)案具有學(xué)法指導(dǎo)部分,并以融合式的形式隱含在知識、能力之中。在導(dǎo)學(xué)案實施過程方面:由于學(xué)生性格與認知水平的原因,少數(shù)同學(xué)無法融入小組討論過程中。在小組討論環(huán)節(jié),女生的參與度高于男生。導(dǎo)學(xué)案更符合男生學(xué)習(xí)的方式與習(xí)慣。在導(dǎo)學(xué)案實施效果方面:大多數(shù)學(xué)生認為導(dǎo)學(xué)案促進他們的自主學(xué)習(xí)能力、學(xué)習(xí)積極性、學(xué)習(xí)效率和學(xué)習(xí)成績,還有部分學(xué)生認為他們的這四方面沒有變化。在以上狀況的基礎(chǔ)上,筆者總結(jié)出導(dǎo)學(xué)案在初中數(shù)學(xué)教學(xué)中應(yīng)用的經(jīng)驗為:在探究新知的部分中,導(dǎo)學(xué)案能夠遵循學(xué)生認知,注重探究過程。不足之處為:導(dǎo)學(xué)案的編制主體較單一,只有教師編制,幾乎未有學(xué)生參與。其實施方面未徹底轉(zhuǎn)變“教師本位”為“學(xué)生本位”教學(xué)觀。最后,針對相關(guān)不足,筆者對學(xué)校、教師、學(xué)生分別提出相應(yīng)的改善建議。在一定程度上,本研究反映導(dǎo)學(xué)案在初中數(shù)學(xué)教學(xué)中的應(yīng)用狀況,為有效使用導(dǎo)學(xué)案提供一定的參考。
[Abstract]:After Dewey, an American educator, put forward the modern educational concept of "students, activities and experience" as the center, replacing the traditional theory of "classroom, teacher and textbook" advocated by Herbart. The concept of modern education has begun to move to the stage of history in the educational circles. The student-centered view of learning has become the mainstream of the times. In our country, with the development of the new curriculum reform, Schools around the world have carried out curriculum reform in traditional teaching. Among them, the successful example is the "3: 36" teaching model of Shandong Durangkou Middle School, and the "first learning before teaching" teaching mode in Yangsi Middle School. The teaching mode of "circular classroom" in Yanzhou No. 1 Middle School and so on. They all take the guiding case as the carrier of teaching activities, change the traditional view of "teacher-centered" into the modern view of "student-centered", and ensure the main position of the students. The purpose of this study is to improve the efficiency of classroom teaching and develop students' autonomous learning ability. This study mainly adopts the methods of literature research, questionnaire survey, interview and content analysis. Based on the analysis of the contents of the guiding case, the author draws the conclusion that the application of the guide case in junior high school mathematics teaching is as follows: in the aspect of the understanding of the guiding case, most students have correct and objective evaluation of the guiding case, However, some students also think that the guide case is a workbook and a substitute for the homework. A few students like to use the guide case, but most students neither like nor hate using it. In terms of compilation and design: the instruction plan is compiled by the teacher. Almost all the students are not involved in the preparation of the pilot case. Most of the pilot cases have the guidance part of the learning method, and are implied in the form of knowledge and ability in the form of integration. In the implementation process of the pilot case, the reasons of the student's character and cognitive level are as follows. A few students are unable to participate in the group discussion. The participation of female students is higher than that of male students. The guided case is more in line with the learning style and habits of boys. In terms of implementation effect, most students think that it promotes their autonomous learning ability, learning enthusiasm, learning efficiency and academic achievement. Some students think their four aspects have not changed. On the basis of the above situation, the author summarizes the experience of the application of the guiding plan in junior high school mathematics teaching: in the part of exploring the new knowledge, the guiding plan can follow the students' cognition. Pay attention to the inquiry process. The deficiency is: the main body of compiling the guide case is single, only the teacher establishment, almost no student participation, its implementation aspect has not completely changed "the teacher standard" to the "student standard" teaching view. Finally, To a certain extent, this study reflects the application of the guiding case in junior high school mathematics teaching, and provides a certain reference for the effective use of the guiding case.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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相關(guān)期刊論文 前7條

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本文編號：1681179